DOCSLIB.ORG

Leah Cotterell Queensland Conservatorium Arts, Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Leah Cotterell Queensland Conservatorium Arts, Education The Singer's Anatomy: investigating singers' experiences of performance through reflection on underlying processes Author Cotterell, Leah F Published 2021-02-08 Thesis Type Thesis (Professional Doctorate) School Queensland Conservatorium DOI https://doi.org/10.25904/1912/4086 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/402268 Griffith Research Online https://research-repository.griffith.edu.au THE SINGER’S ANATOMY: INVESTIGATING SINGERS’ EXPERIENCES OF PERFORMANCE THROUGH REFLECTION ON UNDERLYING PROCESSES Leah Cotterell M.Mus.Res, B.Mus (Hons) Queensland Conservatorium Arts, Education and Law Griffith University Submitted in fulfilment of the requirements of the degree of Doctor of Musical Arts October 2020 The Singer’s Anatomy ABSTRACT Considering the ubiquitous nature of singing performance, and how celebrated the singer’s role is in our culture, it is surprising that singers’ experiences seem to be so poorly represented in academic research. This doctoral study investigates the view that singing performers may share common experiences that transcend matters of style or context, and that an understanding of such common ground may offer valuable information about the performer’s experience of performance states, thereby assisting a developed sense of well- being. In this study three distinct approaches were employed to gather information on the experiences of singers as performers. This data was triangulated through the application of a novel framework that explicated seven processes of performance to enable the systematic analysis of the singers’ experiences. In addition to an autoethnographic account, a survey was used to gather the reflections of 33 singers who perform across diverse music styles, and a third method collected interviews with three experienced singing teachers (specialising in jazz, classical, and musical theatre). Together these methods generated rich, detailed descriptions of the underlying processes of singers’ lived experiences of performance. At multiple levels the results generated useful insights for both the study participants and the researcher, and point to the need for further investigation of the complexities of singers’ experiences of performance. Keywords: Singing performance, underlying processes of performance, self-reflection, insight, well-being, performance autoethnography. 2 The Singer’s Anatomy TABLE OF CONTENTS Abstract .................................................................................................................................. 2 Table of Contents ................................................................................................................... 3 List of Tables ......................................................................................................................... 5 List of Figures ........................................................................................................................ 5 Certification ........................................................................................................................... 6 Acknowledgements ................................................................................................................ 7 Note on Engaging with the Doctoral Submission .................................................................. 8 CHAPTER 1: INTRODUCTION .................................................................................................................9 Positioning my performance history ...................................................................................... 9 Setting the research context: The nature of performance .................................................... 13 Outlining the research approach .......................................................................................... 14 Research design and methods .......................................................................................... 14 Research questions ........................................................................................................... 16 Ethical considerations .......................................................................................................... 17 Structure of the exegesis ...................................................................................................... 18 CHAPTER 2: LITERATURE REVIEW .....................................................................................................20 Singing performance and biology ........................................................................................ 21 Performance states ............................................................................................................... 22 Performance and emotion .................................................................................................... 29 Performance and empathy.................................................................................................... 34 Performance and identity ..................................................................................................... 38 CHAPTER 3: RESEARCH FRAMEWORK ...............................................................................................43 Cognitive processes ............................................................................................................. 45 Bodily processes .................................................................................................................. 46 Emotional processes............................................................................................................. 47 Mental processes .................................................................................................................. 48 Sense of self ......................................................................................................................... 49 Social processes ................................................................................................................... 50 Cultural processes ................................................................................................................ 51 Applying the framework .................................................................................................. 52 CHAPTER 4: RECITAL—CREATIVE PROCESSES AND FINDINGS ........................................................53 The recital recording: ‘The Singer’s Anatomy’ ................................................................... 53 Credits: ............................................................................................................................. 53 Creative processes ............................................................................................................ 55 Findings............................................................................................................................ 60 Summary: Recital findings .............................................................................................. 68 CHAPTER 5: THE SURVEY METHOD AND RESULTS .............................................................................70 Participants ........................................................................................................................... 72 Coding .................................................................................................................................. 73 Inter-rating ....................................................................................................................... 75 3 The Singer’s Anatomy Overview of findings ........................................................................................................... 75 Findings with regard to the CoUP ................................................................................... 75 Key findings from data analysis ...................................................................................... 77 Summary of trends by the CoUP ..................................................................................... 80 Findings with regard to the three areas of self-awareness ............................................... 81 Combined ......................................................................................................................... 84 Summary of numerical trends .......................................................................................... 85 Evaluation ........................................................................................................................ 87 Summary of the evaluation .............................................................................................. 90 CHAPTER 6: THE INTERVIEW METHOD AND RESULTS .......................................................................92 Background .......................................................................................................................... 92 The interviewees .................................................................................................................. 93 The interview results ............................................................................................................ 94 Cognitive processes ......................................................................................................... 94 Bodily processes .............................................................................................................
Load more

Recommended publications
  • An Exploratory Study of Imagining Sounds and “Hearing” Music in Autism
    An exploratory study of imagining sounds and “hearing” music in autism Article Published Version Creative Commons: Attribution 4.0 (CC-BY) Open Access Bacon, A., Beaman, C. P. and Liu, F. (2020) An exploratory study of imagining sounds and “hearing” music in autism. Journal of Autism and Developmental Disorders, 50. pp. 1123- 1132. ISSN 0162-3257 doi: https://doi.org/10.1007/s10803- 019-04346-w Available at http://centaur.reading.ac.uk/88094/ It is advisable to refer to the publisher’s version if you intend to cite from the work. See Guidance on citing . To link to this article DOI: http://dx.doi.org/10.1007/s10803-019-04346-w Publisher: Springer All outputs in CentAUR are protected by Intellectual Property Rights law, including copyright law. Copyright and IPR is retained by the creators or other copyright holders. Terms and conditions for use of this material are defined in the End User Agreement . www.reading.ac.uk/centaur CentAUR Central Archive at the University of Reading Reading’s research outputs online Journal of Autism and Developmental Disorders https://doi.org/10.1007/s10803-019-04346-w ORIGINAL PAPER An Exploratory Study of Imagining Sounds and “Hearing” Music in Autism Alex Bacon1 · C. Philip Beaman1 · Fang Liu1 © The Author(s) 2019 Abstract Individuals with autism spectrum disorder (ASD) reportedly possess preserved or superior music-processing skills compared to their typically developing counterparts. We examined auditory imagery and earworms (tunes that get “stuck” in the head) in adults with ASD and controls. Both groups completed a short earworm questionnaire together with the Bucknell Audi- tory Imagery Scale.
    [Show full text]
  • Conducting Studies Conference 2016
    Conducting Studies Conference 2016 24th – 26th June St Anne’s College University of Oxford Conducting Studies Conference 2016 24-26 June, St Anne’s College WELCOME It is with great pleasure that we welcome you to St Anne’s College and the Oxford Conducting Institute Conducting Studies Conference 2016. The conference brings together 44 speakers from around the globe presenting on a wide range of topics demonstrating the rich and multifaceted realm of conducting studies. The practice of conducting has significant impact on music-making across a wide variety of ensembles and musical contexts. While professional organizations and educational institutions have worked to develop the field through conducting masterclasses and conferences focused on professional development, and academic researchers have sought to explicate various aspects of conducting through focussed studies, there has yet to be a space where this knowledge has been brought together and explored as a cohesive topic. The OCI Conducting Studies Conference aims to redress this by bringing together practitioners and researchers into productive dialogue, promoting practice as research and raising awareness of the state of research in the field of conducting studies. We hope that this conference will provide a fruitful exchange of ideas and serve as a lightning rod for the further development of conducting studies research. The OCI Conducting Studies Conference Committee, Cayenna Ponchione-Bailey Dr John Traill Dr Benjamin Loeb Dr Anthony Gritten University of Oxford University of
    [Show full text]
  • Auditory Imagery from Musical Notation in Expert Musicians
    Perception & Psychophysics 2003, 65 (4), 602-612 Auditory imagery from musical notation in expert musicians WARREN BRODSKY and AVISHAI HENIK Ben-Gurion University of the Negev, Beer-Sheva, Israel BAT-SHEVA RUBINSTEIN Tel Aviv University, Tel Aviv, Israel and MOSHE ZORMAN Levinsky College of Education, Tel Aviv, Israel Anecdotal evidence has suggested that musical notation can trigger auditory images. Expert musi- cians silently read scores containing well-known themes embedded into the notation of an embellished phrase and judged if a tune heard aloud thereafter was the original theme (i.e., melodic target) or not (i.e., melodic lure). Three experiments were conducted employing four score-reading conditions: nor- mal nondistracted reading, concurrent rhythmic distraction, phonatory interference, and obstruction by auditory stimuli. The findings demonstrate that phonatory interferenceimpaired recognition of orig- inal themes more than did the other conditions. We propose that notational audiation is the silent reading of musical notation resulting in auditory imagery. The research suggests that it also elicits kinesthetic-like phonatory processes. The focus of empirical investigation of imagery has that there exists a single seat or locus of auditory-based been on the visual modality. However, several recent ini- imagery. tiatives have concerned auditory imagery (for extensive A special case of auditory imagery is musical imagery. reviews, see Godoy & Jorgensen, 2001; Reisberg, 1992). In a host of experiments, Hubbard and Stoeckig (1988, In the form of inner speech,auditory images serve an im- 1992), Halpern (1988, 1989, 1992, 2001), Halpern and portant function of human cognitionin tasks such as ver- Zatorre (1996), and Zatorre (1994) had subjectscreate an bal memory (rehearsal), speech perception, silent read- image of raising a tone or chord a full step, set metronome ing, and thought processes.
    [Show full text]
  • Rethinking Aural Skills Instruction Through Cognitive Research: a Response
    Rethinking Aural Skills Instruction through Cognitive Research: A Response Elizabeth West Marvin REFERENCE: hps://mtosmt.org/issues/mto.21.27.2/mto.21.27.2.karpinski.html REFERENCE: hps://mtosmt.org/issues/mto.21.27.2/mto.21.27.2.chenee.html REFERENCE: hps://mtosmt.org/issues/mto.21.27.2/mto.21.27.2.gates.html KEYWORDS: aural skills, pedagogy, curriculum, music cognition, solfège, key finding, auditory imagery ABSTRACT: This essay responds to three papers appearing in this issue that relate music-cognitive research to aural skills pedagogy. Gary S. Karpinski focuses on tonic inference as support for do- based minor solfège pedagogy. My discussion supports this position, with evidence from key- profile experiments and corpus analyses. Timothy Chenee proposes a perceptually based learning sequence for aural skills instruction. He sketches a model curriculum, to which I propose a staffing solution and offer a research-based challenge: the high-voice superiority principle. Finally, Sarah Gates considers what the cognitive sciences can tell us about auditory imagery. I offer classroom strategies that take advantage of motor-area activation in the brain. Received September 2020 Volume 27, Number 2, June 2021 Copyright © 2021 Society for Music Theory [1.1] The three preceding essays address an important question often posed to music theorists whose research takes a cognitive bent: how can the explosive growth of research in music cognition inform aural skills pedagogy in a practical way? These authors aempt to answer that question. Gary S. Karpinski focuses on a well researched skill that is fundamental to musical transcription: tonic inference from an aural stimulus.
    [Show full text]
  • Neuromusical Research: an Overview of the Literature
    In: Neurosciences in Music Pedagogy ISBN: 978-1-60021-834-7 Editors: W. Gruhn and F. Rauscher, pp. 1-25 © 2007 Nova Science Publishers, Inc. Chapter I NEUROMUSICAL RESEARCH: AN OVERVIEW OF THE LITERATURE Richard D. Edwards and Donald A. Hodges ABSTRACT With growing interest in the neuroscience of music among both neuroscientists and music educators, the task of reviewing the extant neuromusical research has become more exciting, if not a bit more complicated due to the diversity of topics and the increasing number of available studies. We provide an overview of neuromusical research by discussing its historical foundations (especially with the advancements of imaging technologies), support from ancillary areas (anthropology, ethnomusicology, ethology, and music psychology), support from fetal and infant responses to music, and support from studies of special musicians (prodigies, savants, Williams Syndrome musicians, and Alzheimer’s patients). The main section presents findings and implications from recent neuroimaging studies by dividing the research into five categories: (1) Perception and Cognition, (2) Affective Responses, (3) Musical Performance, (4) Learning, and (5) Genetic Factors. Several broad conclusions regarding the state of human musicality are presented in the concluding section. Among these conclusions, perhaps the most valuable evidence that neuromusical research currently holds for educators is that musicality is a birthright of all people and that music processing is inherent to some degree in all humans. Humanity has long wondered about the mind. Before Descartes proposed “I think, therefore, I am” or even before Plato and Aristotle ever contemplated the psyche, the oldest brain map on record was being drawn upon papyrus in Egypt almost 5,000 years ago1.
    [Show full text]
  • A Response to Andrea R. Halpern's Commentary
    Empirical Musicology Review Vol. 2, No. 2, 2007 A Response to Andrea R. Halpern’s Commentary FREYA BAILES Sonic Communications Research Group, University of Canberra, Australia ABSTRACT: The author responds to points raised in Andrea Halpern’s commentary, which appeared in Vol. 2, No. 1 of Empirical Musicology Review. Discussion focuses on the apparent contradiction between self-reports of veridical mental imagery of musical timbre, and cognitive constraints on temporal memory for multidimensional sound. Submitted 2007 April 2; accepted 2007 April 6. KEYWORDS: timbre, musical imagery, perception, memory, encoding THE commentary by Andrea R. Halpern on “Timbre as an Elusive Component of Imagery for Music” (Halpern, 2007) is an importantly public contribution to discussion of the peculiarities of mental imagery for timbre. Professor Halpern is quite right to argue that imaging extended patterns of timbre may represent a challenging binding task for experiment participants. Based on her own experience and observations, she suggests that musicians might be better able to image timbre than ‘non-musicians’, linking her suggestion to a wider argument for individual differences in imagery ability. My intuitions in designing the experiments I report (Bailes, 2007) were indeed that imaging timbre, or rather using auditory imagery to facilitate performance in a perceptual task, would be a challenge. Consequently I invited only musicians to participate, defining ‘musician’ as at least undergraduate music student level at a UK university; a much stricter criterion than that used by Halpern of a minimum of two years of musical training. That these musicians struggled to image timbre is a finding I was anxious to share with the wider research community.
    [Show full text]
  • Musical Aspects of Auditory Imagery Andrea Halpern Bucknell University, [email protected]
    Bucknell University Bucknell Digital Commons Faculty Contributions to Books Faculty Scholarship 1992 Musical aspects of auditory imagery Andrea Halpern Bucknell University, [email protected] Follow this and additional works at: https://digitalcommons.bucknell.edu/fac_books Part of the Psychology Commons Recommended Citation Halpern, Andrea, "Musical aspects of auditory imagery" (1992). Faculty Contributions to Books. 128. https://digitalcommons.bucknell.edu/fac_books/128 This Contribution to Book is brought to you for free and open access by the Faculty Scholarship at Bucknell Digital Commons. It has been accepted for inclusion in Faculty Contributions to Books by an authorized administrator of Bucknell Digital Commons. For more information, please contact [email protected]. toeckig ent of Psychology Musical Aspects of o State College o, NJ 08028 Auditory Imagery Ison 1 ,gy Department ty of California, Berkeley ', CA 94720 Andrea R. Halpern Bucknell University Convincing people that they experience auditory imagery for music is not diffi­ cult. When I tell people that I study auditory imagery, be they psychologists, musicians, neither, or both, they often ask me how they can stop tunes from running through their head. Unfortunately, I have no expert answer forthem. But anyone who has experienced such an annoyance will agree that auditory imagery, or "sounds in the head," is at least as vivid as the "pictures in the head" of visual imagery. This vividness is also illustrated by an item on an auditory imagery questionnaire that I employed in one of the studies described later on. It asked respondents to imagine the sound of fingernails scrapinga chalkboard and to rate the image forvividness.
    [Show full text]
  • SOUNDS in TRANSLATION: Intersections of Music, Technology and Society
    SOUNDS IN TRANSLATION: intersections of music, technology and society SOUNDS IN TRANSLATION: intersections of music, technology and society EDITED BY AMY CHAN & ALISTAIR NOBLE Published by ANU E Press The Australian National University Canberra ACT 0200, Australia Email: [email protected] This title is also available online at: http://epress.anu.edu.au/sounds_translation_citation.html National Library of Australia Cataloguing-in-Publication entry Title: Sounds in translation : intersections of music, technology and society / editor, Amy Chan, Alistair Noble. ISBN: 9781921536540 (pbk.) 9781921536557 (pdf.) Subjects: Sound. Music--Acoustics and physics. Other Authors/Contributors: Chan, Amy. Noble, Alistair. Dewey Number: 534 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the publisher. Cover design by ANU E Press Printed by University Printing Services, ANU This edition © 2009 ANU E Press Table of Contents Acknowledgments vii Contributors ix Introduction 1 Amy Chan 1. ‘soundAFFECTs’: translation, writing, new media, affect 9 Hazel Smith 2. Edible Audience: what about this gastronomic performance 25 translated as sound art? Alistair Riddell 3. Translating the musical image: case studies of expert musicians 41 Freya Bailes 4. Translating the tradition: the many lives of Green Bushes 61 Jennifer Gall 5. Ancient and modern footprints: music and the mysteries of 79 Lake Mungo Adam Shoemaker 6. Translating the shigu from the streets to the stage 91 Amy Chan 7. Domesticating the foreign: singing salvation through translation 111 in the Australian Catholic Chinese community Nicholas Ng 8.
    [Show full text]
  • An Experimental Examination of How Earworms Are Created
    Can You Feel the Love Tonight…and Tomorrow? An Experimental Examination of How Earworms are Created An Honors Capstone By Nora Gibson Advisor: Dr. Zehra Peynircioglu In recent years, the growing literature on mental imagery has extended to musical experiences.Musical imagery can be defined as the persistence of a musical experience in the absence of direct sensory stimulation (Intons-Peterson, 1992). Numerous neuroimaging experiments have determined that brain stimulation while imagining music is similar to stimulation while actually hearing the music (e.g. Halpern & Zatorre, 1999). Within the field of musical imagery resides a phenomenon known as involuntary musical imagery (INMI), a term describing the experience of a piece of music that comes unbidden into the mind and repeats outside of conscious control (Williamson et al, 2011). However, this phenomenon is not confined to a brief mental image, but may persist for extended periods of time, experienced in the sensation of “having a song stuck in your head.” This phenomenon has numerous aliases, including “stuck song syndrome” and “tune on the brain.” The more colloquial term “earworm” has arisen from the German word “ohrwurm” describing the same phenomenon. Because an operational definition of the occurrence has not yet been standardized, this phenomenon will henceforth be known as an earworm, which is the most general and least exclusive term to describe the experience. One of the first formal studies of earworms was performed by Freya Bailes in 2007. 11 undergraduate music students participated, after indicating that earworms, or “tune on the brain,” often occurred. Using an experience-sampling method, Bailes contacted participants at random times during the day over the course of a week to determine whether participants were either hearing music or imagining music.
    [Show full text]
  • Musical Hallucinations, Musical Imagery, and Earworms a New
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by CLoK Consciousness and Cognition 65 (2018) 83–94 Contents lists available at ScienceDirect Consciousness and Cognition journal homepage: www.elsevier.com/locate/concog Musical hallucinations, musical imagery, and earworms: A new phenomenological survey T ⁎ Peter Moseleya,b, , Ben Alderson-Daya, Sukhbinder Kumarc, Charles Fernyhougha a Psychology Department, Durham University, South Road, Durham DH1 3LE, United Kingdom b School of Psychology, University of Central Lancashire, Marsh Lane, Preston PR1 2HE, United Kingdom c Institute of Neuroscience, Newcastle University, Newcastle NE1 7RU, United Kingdom ARTICLE INFO ABSTRACT Keywords: Musical hallucinations (MH) account for a significant proportion of auditory hallucinations, but Auditory hallucinations there is a relative lack of research into their phenomenology. In contrast, much research has Musical hallucinations focused on other forms of internally generated musical experience, such as earworms (in- Earworms voluntary and repetitive inner music), showing that they can vary in perceived control, repeti- Mental imagery tiveness, and in their effect on mood. We conducted a large online survey (N = 270), including Phenomenology 44 participants with MH, asking participants to rate imagery, earworms, or MH on several variables. MH were reported as occurring less frequently, with less controllability, less lyrical content, and lower familiarity, than other forms of inner music. MH were also less likely to be reported by participants with higher levels of musical expertise. The findings are outlined in relation to other forms of hallucinatory experience and inner music, and their implications for psychological models of hallucinations discussed. 1. Introduction Auditory hallucinations (AH) are defined as the conscious experience of sounds that occur in the absence of any actual sensory input.
    [Show full text]
  • The Mental Control of Musical Imagery in Everyday Environments By
    Tuning the inner radio: The mental control of musical imagery in everyday environments By: Katherine N. Cotter and Paul J. Silvia Cotter, K. N., & Silvia, P. J. (2019). Tuning the inner radio: The mental control of musical imagery in everyday environments. Psychology of Music. https://doi.org/10.1177/0305735618824987 ***© 2019 The Authors. Reprinted with permission. No further reproduction is authorized without written permission from SAGE. Users may also download and save a local copy of for the user's personal reference. This version of the document is not the version of record.*** Abstract: How easily can people tune their inner radio? Musical imagery—hearing music in your mind—is common but little is known about people’s ability to control their musical imagery in daily life. A recent model distinguishes between initiation (starting musical imagery) vs. management (modifying, stopping, or sustaining musical imagery) as facets of control, and the present research examined people’s ability to use these two forms of control in daily life. For seven days, students (29 music students, 29 non-music students) were signaled 10 times daily and asked to initiate musical imagery and to perform manipulations on initiated and ongoing imagery (e.g., increasing the tempo, changing the vocalist’s gender). When asked, people reported exerting control over the initiation and management of their musical imagery most of the time. As expected, music students reported controlling their musical imagery more often and more easily. This work suggests that people’s control over their musical imagery is stronger and more flexible than prior work implies.
    [Show full text]
  • "Timbre As an Elusive Component of Imagery for Music" by Freya Bailes
    Bucknell University Bucknell Digital Commons Faculty Journal Articles Faculty Scholarship 2007 Commentary on "Timbre as an Elusive Component of Imagery for Music" by Freya Bailes Andrea Halpern Bucknell University, [email protected] Follow this and additional works at: https://digitalcommons.bucknell.edu/fac_journ Part of the Musicology Commons Recommended Citation Halpern, Andrea. "Commentary on "Timbre as an Elusive Component of Imagery for Music" by Freya Bailes." Empirical Musicology Review (2007) : 31-33. This Article is brought to you for free and open access by the Faculty Scholarship at Bucknell Digital Commons. It has been accepted for inclusion in Faculty Journal Articles by an authorized administrator of Bucknell Digital Commons. For more information, please contact [email protected]. Empirical Musicology Review Vol. 2, No. 1, 2007 Commentary on “Timbre as an Elusive Component of Imagery for Music,” by Freya Bailes ANDREA R. HALPERN Bucknell University ABSTRACT: The study of musical timbre by Bailes (2007) raises important questions concerning the relative ease of imaging complex perceptual attributes such as timbre, compared to more unidimensional attributes. I also raise the issue of individual differences in auditory imagery ability, especially for timbre. Submitted 2006 November 21; Accepted 2006 November 25 KEYWORDS: timbre, mental imagery, perception, memory, methodology, individual differences TIMBRE has a somewhat paradoxical status in music psychology. The literature on timbre perception and memory is small compared to music cognition studies on dimensions such as pitch and rhythm. On the one hand, we find that people can discriminate and classify timbre reasonably well. This is demonstrated in the pretests of the article by Bailes (2007) as well as in numerous studies showing that musical timbres are mentally represented in a regular manner, some of which Bailes cites.
    [Show full text]